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Elementary Performance Assessment
Student Researchers @ Your Library
EPA is FUN! Click here to listen to student praise for the EPA. Elementary Performance Assessment enables sixth grade students to successfully participate in an inquiry-based research project that celebrates self-directed learning and skilled use of technology.
Elementary Performance Assessment is an authentic assessment tool that allows student ownership of the research process. It is designed to measure student ability to independently develop a question, retrieve information useful for a research project, organize information, write a research paper and prepare a visual aide that may contain original digital photography, audio files or videos. Students sharpen their communication skills to effectively present information orally and visually.
"Our students must develop inquiring minds that welcome challenging tasks if they are going to be successful," Thomas L. Friedman asserts in his book The World Is Flat. Exploratorium Participants will examine rubrics, examine examples of student work and receive a packet to guide implementation of this collaborative research project between librarians, teachers and students. The following standards from the American Association of School Librarians (AASL). (2007) Standard for the 21st century learner are addressed within the Elementary Performance Assessment. (Retrieved April 29, 2008, from http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_LearningStandards.pdf
1.1.3 Develop and refine a range of questions to frame the search for new understanding.1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.1 Continue an inquiry- based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Why do we have students participate in the Elementary Performance Assessment?
Research skills have been shown to be among the most essential skills for success in school and life. Learning research skills through a variety of sources, including computer technology, will help students manage the explosion of information that continuously comes their way. this integrated performance assessment will also help meet the Pennsylvania Standards. and the AASL Standards. An assessment of this nature brings together content areas reading, writing, speaking, listening, thinking, technology, art, and library/research skills. In addition it fosters collaboration among staff members.
What is the Elementary Performance Assessment (EPA)?
It is a process developed to measure the ability of our sixth grade students to research from a variety of sources and present information orally, visually, and in word-processed form.
What does the process entail?
It is a positive way to integrate multiple skill areas: content (social studies, science, etc.), research/library skills, reading, writing, speaking, thinking skills, art, computer skills (word processing and accessing electronic resources).
Why is the emphasis on research so important?
Learning research skills through a variety of sources, including computer technology, will help students manage the explosion of information that comes their way.
How long is the assessment?
E Each class is scheduled to be in the library and lab for two full days of research, writing and preparation for the visual presentation. The teacher is with the class and the librarian also spend two full days with the class. The librarian has release time from other teaching responsibilities and a substitute librarian is provided in the library. Council Rock sixth graders are expected to create and present an overall quality product which requires them to:
Effectively use research strategies
Effectively communicate through writing, speaking, listening, and visual form.
Function as a self-directed learner
Use technology as a tool
Students perform the following in school.
5. On the third day of the project, four scorers in teams of two are released from teaching responsibilities and substitutes are provided in their classrooms. They are trained to score the student presentations and meet individual students to hear and see the student presentation of the research project. Students are scheduled every 20 minutes. Interactive electronic white boards are set up in each scoring location to facilitate student presentations. Implementation of Elementary Performance Assessment 1. The school district language arts program sets scaffolding in place for students starting with Kindergarten to develop all of the skills needed in sixth grade to complete the entire process of Elementary Performance Assessment. This involves developmentally appropriate lesson plans at each grade level that address such issues as research, writing, technology use of Microsoft Word and PowerPoint, and oral presentations. 2. Students in fifth and sixth grades complete practice projects with guidance by the librarian and the teacher using topics such as musical instruments or biographical research. Example: Music Webquest 3. A committee of librarians and sixth grade teachers meet annually to review rubrics and policies. Sample projects are placed on the district Intranet for scorer training. St Students participate in a self reflection of their learning and the research process. 7. Teachers are given released time to grade student research papers using domain scoring. 8. Building level teachers collate scores and share them district wide. 9. Students who perform at the below basic level receive remedial help with future research papers. 1 The elementary level project is followed by a middle level project and a graduation project at the high school level.
Beth Auwarter -District Library Curriculum Coordinator of Libraries and Information Services
last updated 4/29/08
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Last Modified on 4/29/2008 10:11:17 PM |